scholarly journals PENGARUH MEDIA ANIMASI DAN SIMULASI SERTA KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR BIOLOGI SISWA SMAN 25 KABUPATEN TANGERANG

2017 ◽  
Vol 18 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Eny Suryaningsih
Keyword(s):  
Analysis Of Variance ◽  
Experimental Research ◽  
Natural Sciences ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Variant Analysis ◽  
Level 2

This experimental research aim is to investigate the effect of technology media and self regulated learning toward students achievement. The sample in this study were 48 students of class XI majoring in natural sciences. The research hypotheses were tested using two way analysis of variance (ANOVA). The result of this study concluded that: (1) the students who learned usinganimation media has better result than students who learned using simulation media, (2) there is an interaction between technology media and self regulated learning which effects the students biology achievement, (3) students with high self regulated learning, using animation media has a better achievement than students using simulation media, and (4) students with low self regulated learning, who learn with animation media more score lower than students who learn using simulation media. The result two way variant analysis (two way of ANAVA), Fh =4,32 > Ft(0,05)(1;44) = 4,06, which means the achievement of different groups differ significantly. The result of this research can be used as consideration for  teachersin  using technology-based media in the light of students’ self regulated learning. Penelitian ini bertujuan untuk mengetahui pengaruh media teknologi, dalam pnelitian ini media animasi dan media simulasi, dan kemandirian belajar terhadap hasil belajar biologi. Sampel dalam penelitian ini adalah 48siswa kelas XI IPA SMAN 25 Kab. Tangerang. Metode yang digunakan adalah metode quasi eksperimen, sedangkan desain yang digunakan adalah treatment by level 2 x 2. Hipotesis penelitian diuji dengan menggunakan analisis varians (ANAVA) 2 jalan. Hasil penelitian ini menyimpulkan bahwa: (1) hasil belajar kelompok siswa yang belajar dengan media animasi lebih tinggi daripada kelompok siswa yang belajar dengan media simulasi, (2) terdapat pengaruh interaksi antara media teknologi dengan kemandirian belajar, (3) pada kelompok siswa dengan kemandirian belajar tinggi hasil belajar pada kelompok siswa yang belajar dengan media animasi lebih tinggi daripada kelompok siswa yang belajar dengan media simulasi, dan (4) pada kelompok siswa dengan kemandirian belajar rendah, hasil belajar pada kelompok siswa yang belajar dengan media animasi lebih rendah daripada kelompok siswa yang belajar dengan media simulasi. Hasil analisis varians dua jalur (ANAVA dua jalur) diperoleh F hitung = 4,32 > dari F tabel(0,05)(1;44) = 4,06 sehingga H0 ditolak, bahwa terdapat perbedaan hasil belajar biologi siswa yang signifikan antara kelompok siswa yang belajar dengan media animasi (A1) dan kelompok siswa yang belajar dengan media simulasi (A2). Penelitian ini dapat menjadi masukan bagi guru dalam penggunaan media berbasis teknologi, dikaitkan dengan kemandirian belajar siswa, sehingga dapat meningkatkan hasil belajar biologi siswa.

scholarly journals PENGARUH MEDIA PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR IPA SISWA KELAS IV SEKOLAH DASAR

2015 ◽  
Vol 6 (2) ◽  
pp. 312 ◽  
Author(s):  
Siska Oktavera
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Analysis Of Variance ◽  
Natural Resource ◽  
Natural Science ◽  
Self Regulated Learning ◽  
Experiment Method ◽  
Regulated Learning ◽  
Level 2

This study aims to determine the effect of the learning media that include video and picture media and self-regulated learning of the learning outcomes of Natural Science on the content correlation between of natural resource with environment and technology. The study was conducted on students in grade IV SD Negeri Karang Tengah 4 Tangerang, the number of students as many as 36 students. Research using experiment method treatment by level 2 x 2. Data analysis is the analysis of variance of two path (ANOVA). The result of this study indicate that (1) There are differences in learning outcomes of natural science among the group given video media and the group given picture media (2) there are interaction between learning media with self-regulated of the learning outcomes of natural science on the content correlation between of natural resource with environment and technology.   Keywords: video media, picture media, self-regulated learning, learning outcomes of natural science.   Abstrak: Penelitian ini bertujuan untuk Tentukan pengaruh media pembelajaran yang meliputi media video dan gambar dan pembelajaran mandiri dari hasil belajar Ilmu Pengetahuan Alam pada korelasi antara isi dari sumber daya alam dengan lingkungan dan teknologi. Penelitian dilakukan pada siswa kelas IV Sekolah Dasar Karang Tengah 4 Tangerang, jumlah siswa sebanyak 36 siswa. Penelitian menggunakan metode eksperimen pengobatan oleh tingkat 2 x 2. Analisis data adalah analisis varians dua jalur (ANOVA). Hasil penelitian ini menunjukkan bahwa (1) Ada perbedaan hasil belajar ilmu pengetahuan alam antara media video grup tertentu dan kelompok yang diberi Media gambar (2) ada interaksi antara media pembelajaran dengan mandiri dari hasil belajar alam ilmu tentang korelasi antara isi dari sumber daya alam dengan lingkungan dan teknologi.   Kata kunci: media video, media gambar, pembelajaran mandiri, hasil belajar ilmu pengetahuan alam.

scholarly journals The Effect of Shuttle Run and Zig Zag Run Exercises and Confidence on Passing Productivity on Tanjungbalai FC Pumata Futsal Players

2021 ◽  
Vol 5 (2) ◽  
pp. 173
Author(s):  
Muhammad Amin Syahputra ◽  
Sanusi Hasibuan ◽  
Novita Novita
Keyword(s):  
Hypothesis Testing ◽  
Analysis Of Variance ◽  
Experimental Research ◽  
Research Method ◽  
Mean Value ◽  
Self Confidence ◽  
Implementation Time ◽  
Level 2 ◽  
Shuttle Run

The focus of this study aims to determine the effect of shuttle run, and zig-zag run training and self-confidence on passing productivity in Futsal players Pumata FC Tanjungbalai trying to improve athlete achievement among teenagers. This study uses an experimental research method by level 2 x 2, so the hypothesis submission is carried out using a two-way analysis of variance (ANAVA). After that, hypothesis testing was carried out using a two-way analysis of variance (ANAVA). This research was carried out at the PUMATA FC Team's training ground which was located at the Tanjungbalai city futsal field. The implementation time is about four weeks, with meetings three times a week. The sample of this research is all Pumata FC players consisting of 20 people who are given shuttle run training and zig-zag run training. Based on the analysis results above, it shows that there are differences in mean in the four groups by giving shuttle run and zig-zag run exercises. The highest mean value was obtained in the high self-confidence group trained with the zig-zag run, which was 8.60 (if rounded up to 9 successful passes). Meanwhile, the lowest mean value was obtained in the low self-confidence group trained with the shuttle run, which was 6.20 (if rounded up to 6 successful passes).

scholarly journals THE ROLE OF INQUIRY APPROACH AND COGNITIVE STAGE ON STUDENT’S MATHEMATICAL CRITICAL THINKING ABILITY AND SELF REGULATED LEARNING

2020 ◽  
Vol 3 (2) ◽  
pp. 74
Author(s):  
Nana Sukarna ◽  
Utari Sumarmo ◽  
Rudi Kurniawan
Keyword(s):  
Critical Thinking ◽  
Critical Thinking Ability ◽  
Self Regulated Learning ◽  
Inquiry Approach ◽  
Thinking Ability ◽  
Regulated Learning ◽  
Concrete Operational ◽  
Level 2 ◽  
Better Than

The goal of this research is to analize the role of inquiry approach (IA) and cognitive stage (CS) on students’mathematical critical thinking ability (MCTA) and self regulated learning in mathematics (MSRL). The research adopted a pretest and postest design and involved 60 eleventh grade students of  16 – 18 years old, a MCTA  test,  the TOLT, and Longeot test, and a MSRL scale, and student’s opinion on IA lessons. The study revealed that percentage of student’ CS, were as follow 11.7% at concrete stage, 65.0% at transition stage, and 23.3% at formal stage.  In further analysis the study  found that IA and CS took a good role on obtaining student’s MCTA, but not for MSRL.  The formal operational stage students obtained higher grades on MCTA than the transitional and concrete operational stages, conversely the concrete operational stage students obtained higher grades on MSRL than the formal and transitional operational. Students taught by  saintific approach (SA) realized more  difficulties in solving MCTA tasks than students getting treatment with IA.  The study also found 1) MCTA students whose learning with IA is better than SA at medium grade level 2) no association between MCTA and CS, MCTA and MSRL, and CS and MSRL.  Beside that, students performed intense  activities during the IA lessons such as to discuss acitvely, to solve problems enthutiastically, and to present their work in front of the class voluntary.

scholarly journals Efektivitas Penggunaan Portofolio pada Perkuliahan Mikrobiologi Terhadap Kemandirian dan Hasil Belajar Mahasiswa

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Shofia Lubis ◽  
Hasruddin Hasruddin ◽  
Mahmud Mahmud
Keyword(s):  
Experimental Research ◽  
Research Study ◽  
Portfolio Assessment ◽  
Learning Outcome ◽  
Average Score ◽  
State University ◽  
Paper Test ◽  
Group Design ◽  
Self Regulated Learning ◽  
Regulated Learning

This research study aimed to know the effectiveness of portfolio assessment in microbiology course on students’ self-regulated and learning outcome. This research was the experimental research of the pretes-posttest group design. The sample was 44 students of Nondik Biologi 2013. Self-regulated questionnaire and learning outcome test were used to measure self-regulated and learning outcome of students. Data were analyzed by using independent sample t-test with SPSS statistics 21 program. The results show that: (1) Students’ self regulated learning that assessed by portfolio bigger than assessed by paper test (tcount=3,105, p<0,05), the average score of students’ regulated learning on experimental class (score 81) > students on control class (score 76); (2) Students’ learning outcome that assessed by portfolio higher than assessed by paper test (tcount=2,861, p<0,05), the average score of students’ learning outcome on experimental class (score 86) > students on control class (score 80); (3) Effect size portofolio assessment application on students’ self regulated and learning outcome is  93% dan 81%, for each. This study conclude that portfolio assessment application effective on students’ self regulated and learning outcome in experimental microbiology, State University of Medan.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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